Two Elementary Schools' Developing Potential for Sustainability of Engineering Education

Autor/inn/en	Douglas, Kerrie Anna; Rynearson, Anastasia; Yoon, So Yoon; Diefes-Dux, Heidi
Titel	Two Elementary Schools' Developing Potential for Sustainability of Engineering Education
Quelle	In: International Journal of Technology and Design Education, 26 (2016) 3, S.309-334 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957 7572
DOI	10.1007/s10798-015-9313-4
Schlagwörter	Elementary Schools; Faculty Development; Engineering; Science Instruction; Program Effectiveness; Elementary School Teachers; Case Studies; Qualitative Research; Statistical Analysis; Student Attitudes; Teacher Attitudes; Administrator Role; Sustainability; Teacher Collaboration; Teacher Competencies; Context Effect + Suchen Sie Ihr Suchwort? Elementary school; Grundschule; Volksschule; Maschinenbau; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Case study; Fallstudie; Case Study; Qualitative Forschung; Statistische Analyse; Schülerverhalten; Lehrerverhalten; Nachhaltigkeit; Lehrerkooperation; Lehrkunst
Abstract	The Next Generation Science Standards present a way for engineering lessons to be formally integrated into elementary classrooms at a national level in the United States. Professional development programs are an important method for preparing teachers to enact the new engineering practices in their science classrooms. To better understand what contextual factors help a professional development program have a sustained effect on the implementation of engineering, we closely examined two elementary schools within the same school district that participated in the same professional development program but had very different outcomes in their lasting implementation of engineering. Using the case study method, we corroborate quantitative and qualitative sources of data measuring students' learning and attitudes; teachers' learning, attitudes, and implementation fidelity; perceived teacher community; and administrative support. Our analysis revealed that although the professional development program had district-level administrative support, there was considerable variation between schools in how teachers' perceived school level support. In addition, teachers at the sustaining school collaborated and co-taught with one another. Our findings support previous literature on the role of administrative support and teacher learning communities. We discuss practical ways that professional development programs can seek to foster a context which is supportive of sustaining curriculum change for engineering. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01